Translanguaging practice: creative mind of a bilingual scholar

Abstract

Abstract Recently, research theorizing bilinguals’ fluid and transcending language practices has flourished. As the strategic use of more than one named language in meaning-making begins to gain validation, educators and researchers have explored the pedagogical implications of such practices in the understanding and education of bilinguals. Aligning with these explorations, this article presents a case study of a bilingual scholar’s meaning-making practice. Relying on a translanguaging lens and a multilingual perspective on creativity, I document how Professor Wang, a Chinese-American anthropologist, utilizes his full communication toolkit to navigate the academic activities of teaching, researching and writing. The findings suggest Wang translanguages to achieve the purpose of culture learning and representation. Particularly, translanguaging creativity emerges as perceived boundaries between named languages are crossed. This study of an experienced bilingual aims to inform our understanding of how to support emergent bilinguals in reaching their full learning potential in our schools.